Analysis of the Quality of Learning Evaluation Performed by Elementary School Educators in Science Subjectst

Abstract

This study aims to analyze the quality of learning evaluations conducted by elementary school educators in the subject of Natural Sciences (IPA). Utilizing a literature review method, this study examines scholarly publications from 2017 to 2024 related to science learning evaluations at the elementary level. The findings indicate that the quality of these evaluations still needs significant improvement in several areas, including the limited variety of assessment instruments, a predominant focus on cognitive aspects with minimal attention to science process skills and scientific attitudes, educators’ limited understanding of authentic assessment, and the underutilization of evaluation results to enhance instructional practices. Key challenges faced by educators include time constraints, large class sizes, and inadequate training in science learning evaluation. Therefore, this study recommends the implementation of continuous professional development programs to strengthen educators’ competencies in conducting comprehensive, valid, and reliable science learning assessments